Post on 10-Aug-2020
Draft Specification for Junior Cycle
Science
September 2014
This consultation is on the curriculum specification for Junior Cycle Science.
Specifically, your views and observations on the draft introduction, rationale, aim,
course overview, strands and learning outcomes for Junior Cycle Science are
invited.
The specification also includes appendices containing Examples of student work,
a Glossary, and Work to date on potential assessment arrangements.
Consultation on the assessment for certification arrangements is deferred until
discussions take place between the Minister for Education and Skills and the
teacher unions in October.
Draft Specification for Junior Cycle Science
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Draft Specification for Junior Cycle Science
Contents
Introduction to junior cycle ................................................................................................ 4
Rationale ........................................................................................................................... 5
Aim .................................................................................................................................... 7
Overview: Links .................................................................................................................. 8
Overview: Course ............................................................................................................. 13
Assessment ...................................................................................................................... 25
Appendix 1 ....................................................................................................................... 27
Appendix 2 ....................................................................................................................... 72
Appendix 3 ....................................................................................................................... 75
Appendix 4 ....................................................................................................................... 92
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Draft Specification for Junior Cycle Science
Introduction to junior cycle
Junior cycle education places students at the centre of the educational experience, enabling
them to actively participate in their communities and in society, and to be resourceful and
confident learners in all aspects and stages of their lives. Junior cycle is inclusive of all students
and contributes to equality of opportunity, participation and outcome for all.
The junior cycle allows students to make a greater connection with learning by focusing on the
quality of learning that takes place, and by offering experiences that are engaging and enjoyable
for them, and are relevant to their lives. These experiences are of a high quality: they contribute
directly to the physical, mental and social wellbeing of learners; and where possible, provide
opportunities for them to develop their abilities and talents in the areas of creativity, innovation
and enterprise. The junior cycle programme builds on students' learning to date and actively
supports their progress; it enables them to develop the learning skills that will assist them in
meeting the challenges of life beyond school.
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Draft Specification for Junior Cycle Science
Rationale
Science is a collaborative and creative human endeavour arising from our desire to understand
the world around us and the wider universe. Essentially, it is curiosity in thoughtful and deliberate
action. Learning science through inquiry enables students to ask more questions, and to
develop and evaluate explanations of events and phenomena they encounter.
The study of science enables students to build on their learning in primary school and to further
develop their knowledge of and about science. Students enhance their scientific literacy by
developing their ability to explain phenomena scientifically; their understanding of scientific
inquiry; and their ability to interpret and analyse scientific evidence and data to draw appropriate
conclusions.
Developing scientific literacy is important to social development. As part of this process students
develop the competence and confidence needed to meet the opportunities and challenges of
senior cycle sciences, employment, further education and life. The wider benefits of scientific
literacy are well established, including giving students the capacity to make contributions to
political, social and cultural life as thoughtful and active citizens who appreciate the cultural and
ethical values of science. This supports students to make informed decisions about many of the
local, national and global challenges and opportunities they will be presented with as they live
and work in a world increasingly shaped by scientists and their work.
Science is not just a tidy package of knowledge, nor is it a step-by-step approach to discovery.
Nonetheless, science is able to promote the development of analytical thinking skills such as
promoting problem-solving, reasoning, and decision-making. Learning science in junior cycle
can afford students opportunities to build on their learning of primary science and to activate
intuitive knowledge to generate, explore and refine solutions for solving problems. This may not
always yield the expected result, but this, in turn, can be the focus for deeper learning and help
the student to develop an understanding of risk and a realisation that different approaches can
be adopted. As students develop their investigative skills, they will be encouraged to examine
scientific evidence from their own experiments and draw justifiable conclusions based on the
actual evidence. In reviewing and evaluating their own and others’ scientific evidence and data,
they will learn to identify limitations and improvements in their investigations. This collaborative
approach will increase students’ motivation, provide opportunities for working in groups and to
develop the key skills of junior cycle.
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Draft Specification for Junior Cycle Science
In addition to its practical applications, learning science is a rewarding enterprise in its own right.
Students’ natural curiosity and wonder about the world around them can be nurtured and
developed through experiencing the joy of scientific discovery.
The development of this specification has been informed by the eight principles for junior cycle
education that underpin the Framework for Junior Cycle, all of which have significance for the
learning of science as promoted by this specification.
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Draft Specification for Junior Cycle Science
Aim
Science in junior cycle aims to develop students’ knowledge of and about science; to consolidate
and deepen their skills of working scientifically; to make them more self-aware as learners and
become competent and confident in their ability to use and apply science in their everyday lives.
More specifically it encourages all students
to develop a sense of enjoyment in the learning of science, leading to a lifelong interest
in science
to develop scientific literacy and apply this in cognitive, affective and psychomotor
dimensions to the analysis of science issues relevant to society, the environment and
sustainability
to develop a scientific habit of mind and inquiry orientation through class, laboratory
and/or off-site activities that foster investigation, imagination, curiosity and creativity in
solving engaging, relevant problems, and to improve their reasoning and decision-
making abilities
to develop the key skills of junior cycle, including literacy and numeracy skills: to find,
use, manage, synthesise, evaluate and communicate scientific understanding and
findings using a variety of media; and to justify ideas on the basis of actual evidence
to acquire a body of scientific knowledge; to develop an understanding of Earth and
space and their place in the physical, biological, and material world and to help establish
a foundation for more advanced learning.
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Draft Specification for Junior Cycle Science
Overview: Links
The tables on the following pages show how junior cycle science is linked to central features
of learning and teaching outlined in the Framework for Junior Cycle.
Table 1: Links between junior cycle science and the statements of learning
Statements of learning
The statement Examples of relevant learning
SOL 9. The student understands the
origins and impacts of social, economic,
and environmental aspects of the world
around her/him.
Students will collect and examine data to
make appraisals about ideas, solutions or
methods by which humans can successfully
conserve ecological biodiversity.
SOL 10. The student has the awareness,
knowledge, skills, values and motivation
to live sustainably.
Students will engage critically in a balanced
review of scientific texts relating to the
sustainability issues that arise from our
generation and consumption of electricity.
SOL 13. The student understands the
importance of food and diet in making
healthy lifestyle choices.
Students will collect and examine evidence to
make judgements on how human health can
be affected by inherited factors and
environmental factors, including nutrition and
lifestyle choices.
SOL 15. The student recognises the
potential uses of mathematical
knowledge, skills and understanding in
all areas of learning.
Students will participate in a wide range of
mathematical activities as they analyse data
presented in mathematical form, and use
appropriate mathematical models, formulae
or techniques to draw relevant conclusions.
SOL 16. The student describes,
illustrates, interprets, predicts and
explains patterns and relationships.
Through investigation, students will learn how
to describe, illustrate, interpret, predict and
explain patterns and relationships between
physical observables.
SOL 17. The student devises and
evaluates strategies for investigating and
solving problems using mathematical
knowledge, reasoning and skills.
Through planning and conducting scientific
investigations, students will learn to develop
their critical thinking and reasoning skills as
they apply their knowledge and
understanding to generate questions and
answers rather than to recall answers.
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Draft Specification for Junior Cycle Science
SOL 18. The student observes and
evaluates empirical events and
processes and draws valid deductions
and conclusions.
Students will engage in an analysis of natural
processes: through observation and
evaluation of the processes they will generate
questions as they seek to draw valid
deductions and conclusions.
SOL 19. The student values the role and
contribution of science and technology to
society, and their personal, social and
global importance.
Students will research and present
information on the contributions that
scientists make to scientific discovery and
invention, and the impact of these on society.
Table 2: Links between junior cycle science and literacy and numeracy
Literacy and numeracy
The development of literacy and numeracy skills is a core element of science learning.
The construction of an argument and its critical evaluation, and the interrogation of data
are central to science and to the learning of science.
Learning science will provide students with rich and varied literacy development
experiences through reading, writing, speaking and listening. They will encounter a broad
range of scientific texts, including written, visual and digital texts, learning to utilise them
effectively in their study of science. They will develop their
reading skills by encountering a variety of scientific texts which they will learn to
read with fluency, understanding and competence using a broad range of
comprehension strategies
writing skills through planning, drafting and presenting scientific arguments,
expressing opinions supported by evidence, and by explaining and describing
scientific phenomena and relationships
speaking and listening skills as they engage effectively in a range of purposeful
discussions on their own investigations and on scientific texts, topics and issues,
seeking others' perspectives and expressing their own views clearly.
In further developing their literacy, students will engage in communicating scientific
information effectively and accurately in a variety of ways fit for purpose and audience,
using relevant scientific terminology.
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Draft Specification for Junior Cycle Science
In their general literacy progression, students will deepen their understanding that most
texts are written with a particular point of view. They will learn to recognise bias and to
identify ways in which readers, viewers, or listeners are influenced, and appreciate the
importance of reliable and valid evidence in the support of argument.
Learning science also provides students with rich and varied numeracy development
experiences through thinking and communicating quantitatively; making sense of data,
developing spatial awareness; understanding patterns and relationships; and recognising
situations where mathematical reasoning can be applied to represent real-life situations
mathematically, and to solve problems. They will be provided with opportunities to develop
their
ability to think and communicate quantitatively through investigating in science as
they collect, represent, describe, and interpret numerical data, and learn how to
deal with variations in the data
ability to make sense of data as they examine primary and/or secondary data to
draw justified conclusions
spatial awareness through engagement with measurement and developing models
to represent physical phenomena and relationships
understanding of patterns and relationships as they explore various problem
situations and identify the relevant factors in the problem and their relationships,
in order to formulate hypotheses.
As students engage with science, they will come to appreciate the fun of exploring
mathematical problems in the context of a scientific idea and the satisfaction of arriving at
a solution. Through this they gain an understanding of data analysis as a tool for learning
about the world.
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Draft Specification for Junior Cycle Science
Table 3: Links between junior cycle science and other key skills
Other key skills
Key skill Key skill element Student learning activity
Being creative Exploring options
and alternatives
As students engage in scientific inquiry,
they generate and seek to answer their
own questions. They try out different
approaches when working on a task and
evaluate what works best.
Communicating Using numbers and
data Students will interpret, compare, and
present information and data using a
variety of charts/diagrams fit for purpose
and audience, using relevant scientific
terminology.
Managing
information and
thinking
Being curious As students research socio-scientific
issues they will ask questions to probe the
problem more deeply and to challenge
how they think about the issue.
Managing myself Making considered
decisions
Students enjoy a wide range of
collaborative discussions, providing them
with opportunities to listen to different
perspectives when considering their
options.
Staying well Being safe Students will engage frequently with
planning and conducting practical
activities: they will learn to recognise
when their personal safely is threatened
and respond appropriately.
Working with others Contributing to
making the world a
better place
Students enjoy frequent opportunities to
discuss and debate issues relating to
sustainability. They will learn to think
critically about the world and its problems
and propose solutions.
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Draft Specification for Junior Cycle Science
Links between junior cycle science and scientific literacy One of the aims of this specification is to help students to develop their scientific literacy. The
PISA 2015 Draft Science Framework includes the following definition for scientific literacy:
Scientific literacy is the ability to engage with science-related issues, and
with the ideas of science, as a reflective citizen.
A scientifically literate person is described as someone who is willing to engage in reasoned
discourse about science and technology. This requires them to be able to explain phenomena
scientifically, evaluate and design scientific inquiry, and interpret data and evidence
scientifically.
Table 4: Links to scientific literacy
Scientific literacy
Explain phenomena
scientifically
Students will recall and apply appropriate scientific
knowledge to identify, use and generate explanatory models.
Understand scientific
inquiry
Students will distinguish questions that are possible to
investigate scientifically; propose a way of exploring a given
question scientifically; pose testable hypotheses and
evaluate and compare strategies for investigating
hypotheses.
Interpret scientific
evidence
Students will engage critically in a balanced review of
scientific texts. Through this they will learn to identify the
assumptions, evidence and reasoning in science-related
texts, and distinguish between arguments which are based
on scientific evidence and theory, and those which are not.
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Draft Specification for Junior Cycle Science
Overview: Course
The specification for junior cycle science focuses on the development of students’ knowledge
of and about science through the unifying strand, Nature of science, and the four contextual
strands: Physical world, Materials, Biological world, and Earth and space. It has been
designed for a minimum of 200 hours of engagement across the three years of junior cycle.
Figure 1: The strands of the specification for junior cycle science
Nature of science
This is the unifying strand; it permeates all the strands of the specification. The elements of this
strand place a focus on how science works; carrying out investigations; communicating in
science; and developing an appreciation of the role and contribution of science and scientists
to society. There is a strong focus on scientific inquiry. There is no specific content linked to the
Nature of science strand itself, and its learning outcomes underpin the activities and content in
the contextual strands. The learning outcomes are pursued through the contextual strands as
students develop their content knowledge of science through scientific inquiry. In doing so,
students construct a coherent body of facts, learn how and where to access knowledge, and
develop scientific habits of mind and reasoning skills to build a foundation for understanding the
events and phenomena they encounter in everyday life. This makes the science classroom a
dynamic and interactive space, in which students are active participants in their development.
They can engage not only in experimental activities and discussion within the classroom, but
also in researching and evaluating information to look beyond claims and opinions to analyse
the evidence which supports them.
Nature of
Science
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Draft Specification for Junior Cycle Science
Materials
This strand involves the study of matter and the changes it undergoes. As students study this
strand they will develop understandings of the composition and properties of matter, the
changes it undergoes, and the energy involved. They learn to interpret their observations by
considering the properties and behaviour of atoms, molecules, and ions. They learn to
communicate their understandings using representations, and the symbols and conventions of
chemistry. Our way of life depends on a wide range of materials produced from natural
resources. This strand considers how measurement of the properties of materials can inform
the choice of a material for a particular purpose. Students learn that in selecting a material for
a particular purpose we should not only assess its fitness for purpose, but also the total effects
of using the materials that make up the product over its complete lifecycle. Using this, they are
better able to understand science-related challenges, such as environmental sustainability and
the development of new materials, and sources of energy.
Earth and space
This strand provides an ideal setting for developing generalising principles and crosscutting
concepts. To develop a sense of the structure of the Universe and some organising principles
of astronomy, students explore relationships between many kinds of astron omical
objects and evidence for the history of the universe. Students use data to discern patterns in
the motion of the Sun, Moon, and stars and develop models to explain and predict phenomena
such as day and night, seasons, and lunar phases. The cycling of matter, with carbon and water
cycles as well-known examples, provides a rich setting for students to develop an understanding
of many physical and chemical processes including energy conservation and energy resources,
weather and climate, and the idea of cycling itself. They will come to appreciate the impact of
human activity on Earth and explore the role and implications of human space exploration.
.
Physical world This involves the exploration of physical observables, often in relation to motion, energy, and
electricity. Students gain an understanding of fundamental concepts such as length, time, mass
and temperature through appropriate experiments. This allows them to develop simultaneously
a sense of scaling and proportional reasoning, to recognise the need for common units, and to
select and use appropriate measuring equipment. Exploring concepts such as area, density,
current, and energy helps students develop the ability to identify and measure a range of
physical observables, and through experimenting, to investigate patterns and relationships
between them. Students also design and build simple electronic circuits. Students develop an
understanding of the concept of energy and how it is transformed from one form to another
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Draft Specification for Junior Cycle Science
without loss. They also research sustainability issues that arise from modern physics and
technologies, and our generation and consumption of electricity.
Biological world This strands leads students to an understanding of living things and how they interact with each
other and the environment. In this strand students are introduced to the cell as the basic unit of
life, and how characteristics are inherited from one generation to the next. Students develop an
understanding of the diversity of life, life processes and how life has evolved. Students will
explore body systems and how they interact, and learn about human health. They will
investigate living things and their interdependence and interactions with ecosystems. They will
learn about issues of social importance, such as the impact of humans on the natural world.
While the learning outcomes associated with each strand are set out separately here, this should
not be taken to imply that the strands are to be studied in isolation. To give further emphasis to
the integrated nature of learning science (Figure 1), the outcomes for each of the contextual
strands are grouped by reference to four elements: Building blocks, Systems and interactions,
Energy, and Sustainability (Figure 2).
Figure 2: The elements of the contextual strands showing the integrated nature of the specification
Within each strand, content areas and skills have been selected that all students should engage
with while maintaining a balance between depth and breadth.
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Draft Specification for Junior Cycle Science
Table 5: The elements of the contextual strands
Element
Building blocks Focuses on the essential scientific ideas that underpin
each strand.
Systems and interactions Examines how a collection of living and/or non-living
things and processes interact to perform some
function/s: there is a focus on the input, outputs, and
relationships among system components.
Energy A unifying concept that allows students to develop their
across the strands: it is an obvious integrating element as
all phenomena we observe on earth and in space involve
the transformation and variation of energy.
Sustainability Focuses on the concept of meeting the needs of the
present without compromising the ability of future
generations to meet their needs.
Teaching and learning Different students learn best in different ways. This specification allows teachers to employ a
variety of approaches depending on the targeted learning outcomes, the needs of their students,
and their personal preferences. The inquiry-based design supports the use of a wide range of
teaching, learning, and assessment approaches, and emphasises the practical experience of
science for each student. The importance of the processes of science as well as knowledge and
understanding of concepts is reflected throughout the learning outcomes, which describe the
understanding, skills and values that students should be able to demonstrate at the end of junior
cycle.
Learning through inquiry is often characterised by the amount of student self-direction and
teacher guidance. It is envisaged that opportunities for student-led inquiry, with appropriate
levels of scaffolding, will be provided within each year. In this way students may pursue the
outcomes of the Nature of Science strand through the content and skills identified in the
contextual strands. It is recognised that the skills, knowledge and understanding of the scientific
concepts as set out in the learning outcomes take time to develop and often need to be carefully
revisited and reinforced. Any one activity would seldom require students to develop the full range
of skills. The features of quality (appendix 4) show different hierarchical levels students can
attain as they develop a scientific habit of mind and scientific literacy. As students progress,
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Draft Specification for Junior Cycle Science
opportunities for more detailed and comprehensive activities can be included when students
have developed the confidence and capacity to apply scientific skills in increasingly complex
learning situations.
Increasingly, arguments between scientists are subjects that extend into the public
domain. This specification enables teachers to provide opportunities for students to investigate
contemporary scientific arguments, supporting students to make connections between science,
other subjects and everyday experiences. Students will engage with contemporary issues in
science that affect everyday life. They will learn to interrogate and interpret data—a skill that
has a value far beyond science wherever data are used as evidence to support argument. . In
presenting evidence and findings, they will engage in objectively justifying and discussing
conclusions.
Science also develops by people pursuing their individual interests and this specification
maintains a balance between depth and breadth that affords a reasonable degree of freedom
for teachers and students to make their own choices and pursue their interests. For example,
aspects from the different contextual strands may be woven together and large pieces of the
specification may be organised around themes or 'big ideas' that focus on areas of personal,
local, national, and/or global interest. This specification offers many possible routes for an
integrated science approach; the most obvious are provided by the crosscutting elements,
Energy and Sustainability.
As well as varied teaching approaches, varied assessment approaches will support learning
and provide information that can be used as feedback, so that teaching and learning activities
can be modified to meet individual needs. Through appropriate and engaging tasks, asking
higher-order questions, and giving feedback that promotes student autonomy, assessment can
support learning as well as summarising achievement.
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Draft Specification for Junior Cycle Science
Expectations for students
'Expectations for students' is an umbrella term that links learning outcomes with annotated
examples of student work in the subject or short course specification. When teachers, students
or parents looking at the online specification scroll through the learning outcomes, a link will
sometimes be available to examples of work associated with a specific learning outcome or
with a group of learning outcomes. The examples of student work will have been selected to
illustrate expectations and will have been annotated by teachers. The examples will include
work that is
in line with expectations
ahead of expectations
has yet to meet expectations.
The purpose of the examples of student work is to show the extent to which the learning
outcomes are being realised in actual cases. Annotated examples of student work
developed by teachers are included in Appendix 1.
Learning outcomes
Learning outcomes are statements that describe the understanding, skills and values students
should be able to demonstrate after a period of learning. Junior cycle science is offered at a
common level. The examples of student work linked to learning outcomes will offer commentary
and insights that support differentiation. The learning outcomes set out in the following tables
apply to all students. As set out here they represent outcomes for students at the end of their
three years of study. The specification stresses that the learning outcomes are for three years
and therefore the learning outcomes focused on at a point in time will not have been ‘completed’
but will continue to support the students’ learning of science up to the end of junior cycle.
To support the exploration of the learning outcomes by teachers, parents, and students a
glossary of the action verbs used in the specification is included in Appendix 2. Furthermore,
Appendix 3 includes some sample assessment items that illustrate the kinds of written tasks
that students should be able to complete having followed the course.
The outcomes are numbered within each strand. The numbering is intended to support teacher
planning in the first instance and does not imply any hierarchy of importance across the
outcomes themselves, also does not suggest an order to which the learning outcomes should
be developed in class.
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Draft Specification for Junior Cycle Science
Elements Strand one: The nature of science
Learning outcomes
Students should be able to
Understanding about science
1. appreciate how scientists work and how scientific ideas are modified
over time *
2. recognise questions that are appropriate for scientific investigation,
pose testable hypotheses, and evaluate and compare strategies for
investigating hypotheses
Investigating in science
3. design, plan and conduct investigations; explain how reliability,
accuracy, precision, fairness, safety, ethics, and selection of suitable
equipment have been considered*
4. produce data (qualitatively/quantitatively), critically analyse data to
identify patterns and relationships, identify anomalous observations,
draw and justify conclusions *
5. review and reflect on the skills and thinking used in carrying out their
scientific investigations and apply their learning and skills to solving
problems in unfamiliar contexts
Communicating in science
6. conduct research relevant to a scientific issue, evaluate different
sources of information, understanding that a source may lack detail
or show bias*
7. organise and communicate their research and investigative findings
in a variety of ways fit for purpose and audience, using relevant
scientific terminology and representations *
8. evaluate media-based arguments concerning science and
technology*
Science in society
9. research and present information on the contribution that scientists
make to scientific discovery and invention, and its impact on society*
10. appreciate the role of science in society, and its personal, social and
global importance.*
*See Appendix 1 for samples of student work.
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Draft Specification for Junior Cycle Science
Elements Strand two: Earth and space
Learning outcomes
Students should be able to
Building blocks
1. describe the relationships between various celestial objects including
moons, asteroids, comets, planets, stars, solar systems, galaxies and
space
2. explore a scientific model to illustrate the origin of the universe
3. interpret data to compare the Earth with other planets and moons in
the solar system, with respect to properties including mass, gravity,
size, and composition
Systems and interactions
4. develop and use a model of the Earth-sun-moon system to
describe predictable phenomena observable on Earth, including
seasons, lunar phases, and eclipses of the sun and moon
5. describe the cycling of matter, including that of carbon compounds and
water, associating it with biological and atmospheric phenomena*
Energy 6. research different energy sources; formulate and communicate an
informed view of ways that current and future energy needs on Earth
can be met
Sustainability 7. illustrate how earth processes and human factors influence the Earth's
climate, evaluate effects of climate change and initiatives that attempt
to address those effects
8. examine some of the current hazards and benefits of space
exploration and discuss the future role and implications of space
exploration in society.
*See Appendix 1 for samples of student work.
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Draft Specification for Junior Cycle Science
Elements Strand three: Materials
Learning outcomes
Students should be able to
Building blocks
1. investigate whether mass is unchanged when chemical and physical
changes take place
2. develop and use models to describe the atomic theory of matter;
demonstrate how they provide a simple way to account for the
conservation of mass, changes of state, physical change, chemical
change, mixtures, and their separation
3. describe and model the structure of the atom in terms of the nucleus,
protons, neutrons and electrons; comparing mass and charge of
protons neutrons and electrons
4. classify substances as elements, compounds, mixtures, metals, non-
metals, solids, liquids, gases and solutions
Systems and interactions
5. use the Periodic Table to predict the ratio of atoms in compounds of
two elements
6. develop and use models to describe the atomic theory of matter;
demonstrate how they provide a simple way to account for the
conservation of mass, changes of state, physical change, chemical
change, mixtures, and their separation
7. investigate the properties of different materials including solubilities,
conductivity, melting points and boiling points
8. investigate the effect of a number of variables on the rate of chemical
reactions including the production of common gases and biochemical
reactions
9. investigate reactions between acids and bases; use indicators and pH
scale
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Draft Specification for Junior Cycle Science
*See Appendix 1 for samples of student work.
Energy 10. consider chemical reactions in terms of energy, using the terms
exothermic, endothermic and activation energy, and use simple
energy profile diagrams to illustrate energy changes
Sustainability 11. evaluate how humans contribute to sustainability through the
extraction, use, disposal, and recycling of materials.*
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Draft Specification for Junior Cycle Science
Elements Strand four: Physical world
Learning outcomes
Students should be able to
Building blocks
1. select and use appropriate measuring instruments*
2. identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power *
Systems and interactions
3. investigate patterns and relationships between physical observables *
4. research and discuss a technological application of physics in terms of
scientific, societal and environmental impact *
5. design and build simple electronic circuits
Energy 6. explain energy conservation and analyse natural processes in terms of
energy changes and dissipation *
7. design, build, and test a device that transforms energy from one form to
another in order to perform a function; describe the energy changes
and ways of improving efficiency
Sustainability 8. research and discuss the ethical and sustainability issues that arise
from our generation and consumption of electricity.*
*See Appendix 1 for samples of student work.
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Draft Specification for Junior Cycle Science
Elements Strand five: Biological world
Learning outcomes
Students should be able to
Building blocks
1. investigate the structures of animal and plant cells and relate them to their functions
2. describe asexual and sexual reproduction; explore patterns in the
inheritance and variation of genetically controlled characteristics
3. outline evolution by natural selection and how it explains the diversity of living things
Systems and interactions
4. describe the structure, function, and interactions of the organs of the
human digestive, circulatory, and respiratory systems
5. conduct a habitat study; research and investigate the adaptation,
competition and interdependence of organisms within specific habitats
and communities
6. evaluate how human health is affected by: inherited factors and
environmental factors including nutrition; lifestyle choices; examine the
role of micro-organisms in human health
Energy 7. describe respiration and photosynthesis as both chemical and
biological processes; investigate factors that affect respiration and
photosynthesis*
Sustainability 8. explain human sexual reproduction; discuss medical, ethical, and
societal issues
9. evaluate how humans can successfully conserve ecological biodiversity
and contribute to global food production; appreciate the benefits that
people obtain from ecosystems.
*See Appendix 1 for samples of student work.
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Draft Specification for Junior Cycle Science
Assessment
Assessment in junior cycle science
Assessment in education involves gathering, interpreting and using information about the
processes and outcomes of learning. It takes different forms and can be used in a variety of
ways, such as to test and certify achievement, to determine appropriate routes for learners to
take through a differentiated curriculum, or to identify specific areas of difficulty or strength for
a given learner. While different techniques may be employed for formative, diagnostic and
certification purposes, assessment of any kind can improve learning by exerting a positive
influence on the curriculum at all levels. To do this it must reflect the full range of curriculum
goals.
Assessment in junior cycle science will optimise the opportunity for students to become
reflective and active participants in their learning and for teachers to support this. This rests
upon the provision for learners of opportunities to set clear goals and targets in their learning
and upon the quality of the focused feedback they get in support of their learning. Providing
focused feedback on their learning to students is a critical component of high-quality
assessment and a key factor in building students’ capacity to manage their own learning and
their motivation to stick with a complex task or problem. Assessment is most effective when it
moves beyond marks and grades to provide detailed feedback that focuses not just on how the
student has done in the past but on the next steps for further learning.
Essentially, the purpose of assessment at this stage of education is to support learning. To
support their engagement with assessment, teachers and schools will have access to an
Assessment and Moderation Toolkit. Along with the guide to school-focused moderation, the
toolkit will include learning, teaching and assessment support material, including:
ongoing assessment
planning for and designing assessment
assessment tasks for classroom use
judging student work – looking at expectations for students and features of quality
reporting to parents
thinking about assessment: ideas, research and reflections
a glossary of assessment and moderation terms.
The contents of the toolkit will be an essential element of quality assurance, and it will include
the range of assessment supports, advice, guidelines and exemplification that will enable
25
Draft Specification for Junior Cycle Science
schools and teachers to engage with the new assessment system in an informed way, with
confidence and clarity.
26
Draft Specification for Junior Cycle Science
Appendix 1
Annotated examples of student work
These examples of student work were generated in response to the following tasks as part of
ongoing teaching and learning activities. They were devised by teachers but are not intended
to generate work that would be submitted for assessment for certification:
1. Research task: My science career
2. Interpreting scientific information: Climate change and CO2
3. Research task: Elements
4. Practical activity: How quickly does a mass bob up and down on a spring?
The teachers also generated the features of quality which accompany the tasks, which were
shared with the students from the beginning of the task. The annotations are a commentary on
the strengths and limitations of the piece of work. They are not intended to be examples of
formative feedback to be given to students.
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Draft Specification for Junior Cycle Science
1. Research task: My science career
Strand Nature of science
Element Understanding about science, Science in society
Learning
outcomes
Nature of science:
1. Students should be able to appreciate how scientists work and how
scientific ideas are modified over time.
9. Students should be able to research and present information on the
contribution that scientists make to scientific discovery and invention, and
the impact of these on society.
Task Students were asked to reflect on all that they had learned in science and
identify a science career they would be interested in. They were asked to
research this science career and to identify the contributions of scientists
in this chosen field to solving contemporary problems. Students were
asked to focus on an inspirational scientist in this chosen field and to
provide specific information on this scientist’s work.
Year First year students generated the following samples of work.
Time allowed One class for discussion/preparation.
Homework completed over two evenings.
Conditions Open access to necessary resources.
Student
response
format
Written in the format of student’s choice.
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Draft Specification for Junior Cycle Science
Material used to support the task:
My science career Description of my chosen career: ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________
Science knowledge I use: ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________ Scientists in my area have solved these problems: ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________ One inspiring scientist in the field and the ways they worked with others to solve an important problem:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________
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Draft Specification for Junior Cycle Science
Student response: Sample 1a
Uses appropriate language to describe his/her chosen career. Some knowledge is used for the chosen career but it is not communicated in a clear and scientific manner. Links scientist's work to everyday life,but has not described the work of scientists in solving problems associated with the career.
30
Draft Specification for Junior Cycle Science
Overall judgement
Ahead of
expectations
In line with
expectations
Has yet to meet
expectations
√
Teacher commentary(supporting the judgement made)
Shows some understanding of the career chosen. Does not describe the career using
appropriate scientific language and does not describe how scientists have solved problems
in this area. Overall, is not in line with the expectations described in the criteria but will
improve with guidance on how to research a scientific career scientifically.
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Draft Specification for Junior Cycle Science
Student response: Sample 1b
My chosen career is Aviation
Description of my career:
Aviation is the science of flying aircraft. There are many different fields of
aviation, there are heavier than air flight (planes)and lighter than air flight
(air ships) and air traffic control. There is also aerospace which is to do
with space shuttles and space travel. When you are an aviation expert you
need to be very aware of safety. There have been many air crashes in
aviation history but it is still statistically the safest way to travel.
Above is the Hindenburg disaster in 1937 which marked the end of airship travel.
Science knowledge I use:
An aviation expert uses many different fields of science. Key knowledge to
know would be physics maths and engineering. Different fields in aviation
require different areas of expertise. You would need to have a good
understanding of force and motion, how the weather changes, how to
calculate fuel consumption and come up with ways to reduce energy
consumption, as well as being able to design models to test aircraft
designs to see if they have improved for original designs.
The science knowledge used for the chosen career is appropriate and clear.
Uses appropriate language to describe his/her chosen career.
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Draft Specification for Junior Cycle Science
Scientists in my area have solved these problems:
Lighter than air flight
The first lighter than air flight was in 1783. The Montgolfire brothers flew
the worlds first untethered hot air balloon flight but it was as short flight
because as they soon relised that a balloon could only fly with the wind
and was not practical unless it was a calm day. Riged airships were the
first aircraft to transport corgo and people over great distances. The most
well know airship company was the Zeppelin company in Germany.
Heavier than air flight
In 1799, Sir George Cayley came up with the concept of the modern
airplane. There is a debate on who was the first to make and fly the first
heavier than air plane. The widley accepted first heavier than air flight was
in 1903 and was flew by the Wright brothers. The Wright brothers had the
idea of puting an engine on a glider like plane and in world war 1 both
sides used the wright brothers design for millitary planes but they did make
improvements to the design for example they put the engine and the
propeller at the front of the plane insted of the back like the Wright
brothers had it.
The first Wright brothers flight.
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Draft Specification for Junior Cycle Science
Inspiring scientist in the field and the way they worked with others to solve an important problem:
David Warren was an Australian air crash investegator. When he was
working on a case he found it hard to find out what happend in the final
minutes of the flight. He came up with the concept of a recorder that would
record all the things the pilots said and did. He than got permission to
make the recorder and to this day the flight data recorder or Black Box has
been able to help investagaters to find out how a crash happened
Overall
judgement
Ahead of
expectations In line with
expectations Has yet to meet
expectations
√
Teacher commentary(supporting the judgement made)
Shows a clear understanding of the career chosen. Describes the career using
appropriate language. Describes how scientists have solved problems in this area, but
does not describe how scientists have worked together to solve problems. Overall, is in
line with the expectations.
Has described the work of scientists in solving problems associated with the career.
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Draft Specification for Junior Cycle Science
2. Interpreting scientific information: Climate change and CO2
Strands The nature of science, Earth & space, Physical world, Biological world
Element Communicating in science, Science in society and Building blocks
Learning
outcomes
Nature of science:
4. Students should be able to produce data (qualitatively/quantitatively),
critically analyse data to identify patterns and relationships, identify
anomalous observations, draw and justify conclusions.
6. Students should be able to conduct research relevant to a scientific
issue, evaluate different sources of information, understanding that a
source may lack detail or show bias.
8. Students should be able to evaluate media-based arguments
concerning science and technology.
10. Students should be able to appreciate the role of science in society,
and its personal, social and global importance.
Earth & space:
5. Students should be able to describe the cycling of matter, such as that
of carbon compounds and water, associating it with biological and
atmospheric phenomena.
Materials:
10. Students should be able to evaluate how humans contribute to
sustainability through the extraction, use and disposal of materials.
Physical world:
3. Students should be able to investigate patterns and relationships
between physical observables.
4. Students should be able to research and discuss an aspect of modern
physics/technologies in terms of scientific, societal and environmental
impact.
8. Students should be able to discuss the ethical and sustainability issues
that arise from our generation and consumption of electricity.
Biological world:
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Draft Specification for Junior Cycle Science
7. Students should be able to describe respiration and photosynthesis as
both chemical and biological processes, and to investigate factors that
affect respiration and photosynthesis.
Task Students are given an excerpt of a science or technology related article.
They must use their science knowledge to interpret the information that is
provided, and to assess the validity of any claims based on the evidence.
Year Second year students generated the following samples of work.
Time allowed Four classes for discussion/preparation and review of relevant materials.
Homework completed over two evenings.
Conditions Open access to necessary resources, online research.
Material used to support the task:
Carbon Dioxide in the Atmosphere and Climate Change
Read the following two sources related to climate science. Answer the questions that follow.
Source 1
Climate change: How do we know?
The Earth's climate has changed throughout history. Just in the last 650,000 years there
have been seven cycles of glacial advance and retreat, with the abrupt end of the last ice
age about 7,000 years ago marking the beginning of the modern climate era — and of
human civilization. Most of these climate changes are attributed to very small variations in
Earth’s orbit that change the amount of solar energy our planet receives.
The current warming trend is of particular significance because most of it is very likely
human-induced and proceeding at a rate that is unprecedented in the past 1,300 years.
Earth-orbiting satellites and other technological advances have enabled scientists to see
the big picture, collecting many different types of information about our planet and its climate
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Draft Specification for Junior Cycle Science
on a global scale. Studying these climate data collected over many years reveal the signals
of a changing climate.
Ice cores drawn from Greenland, Antarctica, and tropical mountain glaciers show that the
Earth’s climate responds to changes in solar output, in the Earth’s orbit, and in greenhouse
gas levels. They also show that in the past, large changes in climate have happened very
quickly, geologically-speaking: in tens of years, not in millions or even thousands.
All three major global surface temperature reconstructions show that Earth has warmed
since 1880. Most of this warming has occurred since the 1970s, with the 20 warmest years
having occurred since 1981 and with all 10 of the warmest years occurring in the past 12
years. Even though the 2000s witnessed a solar output decline resulting in an unusually
deep solar minimum in 2007-2009, surface temperatures continue to increase.
Source: http://climate.nasa.gov/evidence
Source 2
No Need to Panic About Global Warming
There's no compelling scientific argument for drastic action to 'decarbonize' the world's economy.
Opinion - Wall Street Journal, January 27, 2012
Although the number of publicly dissenting scientists is growing, many young scientists furtively
say that while they also have serious doubts about the global-warming message, they are afraid
to speak up for fear of not being promoted—or worse. They have good reason to worry. In 2003,
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Draft Specification for Junior Cycle Science
Dr Chris de Freitas, the editor of the journal Climate Research, dared to publish a peer-reviewed
article with the politically incorrect (but factually correct) conclusion that the recent warming is
not unusual in the context of climate changes over the past thousand years. The international
warming establishment quickly mounted a determined campaign to have Dr de Freitas removed
from his editorial job and fired from his university position. Fortunately, Dr de Freitas was able
to keep his university job.
This is not the way science is supposed to work, but we have seen it before—for example, in
the frightening period when Trofim Lysenko hijacked biology in the Soviet Union. Soviet
biologists who revealed that they believed in genes, which Lysenko maintained were a
bourgeois fiction, were fired from their jobs. Many were sent to the gulag and some were
condemned to death.
Why is there so much passion about global warming, and why has the issue become so vexing
that the American Physical Society, from which Dr Giaever resigned a few months ago, refused
the seemingly reasonable request by many of its members to remove the word "incontrovertible"
from its description of a scientific issue?
Alarmism over climate is of great benefit to many, providing government funding for academic
research and a reason for government bureaucracies to grow. Alarmism also offers an excuse
for governments to raise taxes, taxpayer-funded subsidies for businesses that understand how
to work the political system, and a lure for big donations to charitable foundations promising to
save the planet. Lysenko and his team lived very well, and they fiercely defended their dogma
and the privileges it brought them.
Speaking for many scientists and engineers who have looked carefully and independently at the
science of climate, we have a message to any candidate for public office: There is no compelling
scientific argument for drastic action to "decarbonize" the world's economy. Even if one accepts
the inflated climate forecasts of the IPCC, aggressive greenhouse-gas control policies are not
justified economically.
Questions
1 Consider the two different sources of these articles – the first from a scientific
organisation and the second from a financial newspaper. How do they differ in the rules
they follow when publishing an article or story? 38
Draft Specification for Junior Cycle Science
2 What evidence does each source offer to support its argument that:
Source 1 – Global climate is changing now?
Source 2 – There is no need to reduce our production of carbon dioxide?
3 How does so much of our current energy generation produce carbon dioxide?
4 Briefly describe the process of carbon capture and storage.
Carefully examine the graph below.
These twenty years of data from both atmospheric observatories show that the CO2
concentration in the atmosphere is rising. Within a single year, however, the level goes
through a clear maximum and minimum before rising again to a higher peak level the
following year. The cycle is more noticeable in Hawaii than at the South Pole.
In Hawaii (in the northern hemisphere) the levels rise throughout November/December until
April/May when they begin to fall again. The pattern of this timing is the opposite at the
South Pole.
5 Form a hypothesis to explain how the level of CO2 in the atmosphere can be affected by
the seasons.
6 Why might the seasonal levels change less at the South Pole than in Hawaii?
7 Why are the seasonal changes at the South Pole six months behind those in Hawaii?
350
355
360
365
370
375
380
385
390
395
1 13 25 37 49 61 73 85 97 109 121 133 145 157 169 181 193 205 217 229
Atm
osph
eric
CO
2Co
ncen
trat
ion
/ pp
m
Number of Months since January 1990
Comparison of Atmospheric CO2 concentrations from January 1990 to December 2009
at the South Pole (SPO) and Mauna Loa, Hawaii (MLO)SPO MLO
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Draft Specification for Junior Cycle Science
8 Calculate the approximate average increase in CO2 concentrations in parts per million
(ppm) per year.
Student response: Sample 2a
1 Consider the two different sources of these articles – the first from a
scientific organisation and the second from a financial newspaper.
How do they differ in the rules they follow when publishing an article
or story?
The scientific publications should draw conclusions based upon
evidence, especially evidence that has been peer-reviewed.
The newspaper will sometimes publish based upon reliable
evidence, but also using information drawn from sources that
may not be reliable. The newspaper may also be campaigning
for a certain goal, according to an editor’s/owner’s wishes. The
rules depend on the policy.
2 What evidence does each source offer to support its argument that:
Source 1 – Global climate is changing now?
The NASA article refers to global temperature
measurements over the last 20 years, and how these
seem to indicate a trend towards warmer temperatures
compared to earlier in the last 130 years.
Source 2 – There is no need to reduce our production of carbon
dioxide?
No evidence is offered in support of the author’s opinion.
3 How does so much of our current energy generation produce
carbon dioxide?
Text is interpreted, identifying the essential elements and distinguishing them from secondary elements. Differentiates between the citing of evidence in Source 1 and the opinion expressed in Source 2.
Clear description and comprehensive explanation of science knowledge used to make sense of information provided.
Text is interpreted, identifying the essential elements and distinguishing them from secondary elements.
40
Draft Specification for Junior Cycle Science
The combustion of fossil fuels releases carbon dioxide gas into
the atmosphere, for example, the burning of methane
𝐶𝐶𝐻𝐻4 + 2𝑂𝑂2𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦�⎯⎯⎯� 𝐶𝐶𝑂𝑂2 + 2𝐻𝐻2𝑂𝑂
4 Briefly describe the process of carbon capture and storage.
The process involves trapping the CO2 produced at fossil fuel
burning power stations and storing it underground to prevent its
release into the atmosphere.
5 Form a hypothesis to explain how the level of CO2 in the
atmosphere can be affected by the seasons.
Throughout autumn broad-leaved trees shed their leaves and the
number of hours of sunlight decreases. This causes a decrease
in the amount of photosynthesis that can occur so not as much
CO2 is being absorbed from the air, and the levels rise. The new
leaf growth in spring and longer hours of sunlight cause the
levels to fall again temporarily.
6 Why might the seasonal levels change less at the South Pole than
in Hawaii?
The South Pole is very far away from the largest areas of forest
on Earth, especially those in the northern hemisphere where
changing seasons causes deciduous trees to lose their leaves in
autumn, so the effect is not as big here.
7 Why are the seasonal changes at the South Pole six months behind those in Hawaii?
The timing of the seasons is reversed in the southern
hemisphere, and it would take a long time for the changing levels
of the different gases over the other continents to mix with the air
over Antarctica.
8 Calculate the approximate average increase in CO2 concentrations
in parts per million (ppm) per year.
Clear description and comprehensive explanation of science knowledge used to make sense of information provided.
This is evidence of further independent research having been conducted.
Draws justified conclusions.
This is a reasonable hypothesis in the absence of supporting evidence.
Clear description and comprehensive explanation of science knowledge used to make sense of information provided.
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Draft Specification for Junior Cycle Science
The level measured roughly 351 ppm in January 1990 and had
risen to 385 ppm by the end of 2009.
This is a rise of 34 ppm in 20 years or an annual rate of increase
of 1.7 ppm/yr.
Overall
judgement
Ahead of
expectations
In line with expectations Has yet to meet
expectations
√
Teacher commentary (supporting the judgement made) The text is interpreted very well. The answers are concise and to the point, and the
hypotheses are sound. Judging by the accurate use of terminology, there is evidence that
there was thorough researching of the topic. In the answer to question 1 there is a precise
distinction made between the nature of scientific publication and its rules compared to the
much more lax standards required for publication in mainstream media. The other answers
all show a thorough comprehension of causality.
Clearly presented analysis of data.
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Draft Specification for Junior Cycle Science
Student response: Sample 2b
1. Consider the two different sources of these articles – the first from a
scientific organisation and the second from a financial newspaper.
How do they differ in the rules they follow when publishing an article
or story?
NASA should only write about things they have found out for
certain, they should not say things unless they are true.
Newspapers can sometimes write things that aren’t true.
2. What evidence does each source offer to support its argument that:
Source 1 – Global climate is changing now?
Satellites have been used to collect lots of data for a long time
now and this shows the Earth is getting warmer. A lot of the
warmest years have happened recently.
Source 2 – There is no need to reduce our production of carbon
dioxide?
He quotes Dr Chris de Freitas as saying that “recent warming
is not unusual in the context of climate changes over the past
thousand years”.
3. How does so much of our current energy generation produce carbon
dioxide?
Burning fossil fuels gives off carbon dioxide gas, and we get a
lot of energy from burning coal, oil and natural gas.
4. Briefly describe the process of carbon capture and storage.
Identifies a scientific ideal, but has not linked the concept of truth to evidence.
Identifies elements of relevant information.
This quote is not evidence in support of the author’s position. There is not a clear understanding of the difference between an argument supported by evidence, and mere opinion.
This is a clear and concise statement of scientific knowledge.
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Draft Specification for Junior Cycle Science
Carbon capture and storage (CCS) (or carbon capture and
sequestration), is the process of capturing waste carbon
dioxide from large point sources, such as fossil fuel power
plants, transporting it to a storage site, and depositing it where
it will not enter the atmosphere, normally an
underground geological formation.
5. Form a hypothesis to explain how the level of CO2 in the
atmosphere can be affected by the seasons.
Because it is warmer in summer, people use less fuel for
heating and so they produce less carbon dioxide gas, so the
level falls. It rises again coming into winter as it gets colder
and people use more fuel.
6. Why might the seasonal levels change less at the South Pole than in Hawaii?
There are hardly any people in Antarctica so there is not much
use of fuel.
7. Why are the seasonal changes at the South Pole six months behind those in Hawaii?
It is winter at the South Pole when it is summer in the northern
hemisphere.
8. Calculate the approximate average increase in CO2 concentrations
in parts per million (ppm) per year.
The level at the first peak is about 357 ppm. 19 years later the
peak is about 390 ppm. So it has gone up 33 ppm.
Overall
judgement
Ahead of expectations In line with
expectations
Has yet to meet
expectations
√
Teacher commentary (supporting the judgement made)
This work shows that the much of the textual information was correctly interpreted The
answers are supported with correctly identified scientific knowledge.
A well-researched answer.
Draws justified conclusions.
A clearly stated and reasonable answer.
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Draft Specification for Junior Cycle Science
The understanding of general principles is well communicated through some clear,
concise and appropriate answers. There are occasional significant shortcomings: the
nature and role of evidence, and the absence of a calculation to find the rate of change of
CO2 concentrations. However, a valid attempt is made to explain the seasonal variations
in CO2 based upon his/her own direct experience.
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Draft Specification for Junior Cycle Science
Student response: Sample 2c
1. Consider the two different sources of these articles – the first from a
scientific organisation and the second from a financial newspaper. How do they differ in the rules they follow when publishing an article or story?
The scientists know better than the reporters. The reporters
only read about someone else’s ideas, they don’t do the
research on climate themselves.
2. What evidence does each source offer to support its argument that:
Source 1 – Global climate is changing now?
The scientists say that the Earth is getting warmer and there
have been a lot of very warm years lately.
Source 2 – There is no need to reduce our production of carbon dioxide?
He only says there is no need to worry about carbon dioxide.
He doesn’t give any reasons.
3. How does so much of our current energy generation produce carbon
dioxide?
By burning fuels.
4. Briefly describe the process of carbon capture and storage.
Carbon capture is holding on to carbon dioxide and not letting it
get into the air.
5. Form a hypothesis to explain how the level of CO2 in the atmosphere
can be affected by the seasons.
Identifies the difference between primary and secondary research which successfully identifies a significant difference between the two.
The main point of the article in Source 1 is communicated.
Successfully identifies the key difference between the arguments proffered by the authors of Sources 1 and 2.
A succinct description of scientific knowledge.
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Draft Specification for Junior Cycle Science
The level goes down in summer when it is hot and goes up again
when it gets cold.
6. Why might the seasonal levels change less at the South Pole than in Hawaii?
Because it is so cold.
7. Why are the seasonal changes at the South Pole six months behind those in Hawaii?
The seasons there are the opposite of ours.
8. Calculate the approximate average increase in CO2 concentrations
in parts per million (ppm) per year.
The level goes up and down by about 10 ppm every year.
Overall
judgement
Ahead of expectations In line with
expectations Has yet to meet
expectations
√
Teacher commentary (supporting the judgement made)
This sample of work contains some brief and accurate answers but needs to analyse the
information more deeply. The work should show some evidence of the nature of causation;
a couple of answers are short on detail.
This accurate observation, interpreted from the text, requires some mechanism for a causal relationship to be offered to constitute a hypothesis.
A statement of knowledge used to make sense of the information provided.
Fair observation for a single year in isolation. The trend over a longer timescale could be addressed.
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Draft Specification for Junior Cycle Science
3. Research task: Elements
Strand Nature of science and Materials
Element Communication in science, Building blocks
Learning
outcomes
Nature of science
7. Students should be able to organise and communicate their research
and investigate findings in a variety of ways fit for purpose and
audience, using relevant scientific terminology and representations.
Materials:
3. Students should be able to describe and model the structure of the
atom in terms of the nucleus, protons, neutrons and electrons;
comparing mass and charge of protons, neutrons and electrons.
4. Students should be able to classify substances as elements,
compounds, mixtures, metals, non-metals, solids, liquids, gases and
solutions.
Task Students were asked to research an element from the periodic table.
They were asked to describe and model the structure of an atom of that
element, and describe the physical and chemical properties, history and
uses of the element. On completing the task, students were asked to
present the information to the other students in the class.
Year First year students generated the following samples of work.
Time allowed One class for discussion/preparation.
Homework completed over two evenings.
One class for presentation of research.
Conditions Open access to necessary resources.
Student response format
Written, PowerPoint presentation, poster or video clip.
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Draft Specification for Junior Cycle Science
Student response: Sample 3a
Sulphur
My Elements Chemical Symbol!
• Sulphur/Sulfur• Symbol: S
A Bohr model, while not necessary to be memorised by students, is presented showing evidence of research of the topic. Appropriate representations are used that are relevant and clear. There is no mention of the terms protons, neutrons and electrons, but this is a good starting point to find out more about the nucleus.
Describes some of the physical properties of sulphur using appropriate language.
49
Draft Specification for Junior Cycle Science
My Elements Chemical Properties!
• Atomic number: 16.• Atomic mass of Sulphur is 32.065.• It burns with a Pale-Blue flame.• When Sulphur burns, it forms Sulphur Dioxide
which has a choking smell.(SO², Rotten egg smell, and it’s toxic)
● When burned, Sulphur melts to a blood-red liquid.
● The Pale-Blue flame is best observed in the dark.
• The Chinese people of the sixth century B.C. knew about sulphur in its natural form and by the third century B.C. they had discovered how to isolate it from pyrite. This isolation enabled them to make medicine, and gunpowder by 1044 A.D. In 1777 Antoine Lavoisier convinced that Sulphur is an Element not a compound.
My Elements History!
Pyrite
Pyrite, also known as fool’s gold is an iron sulfide with the formula FeS².
Usually forms in cubes.
Describes some of the chemical properties of sulphur in detail.
Good representations are used to communicate research of the topic. The term ‘heated’ is the relevant scientific term to be used instead of ‘burned’.
The element's history is described in detail.
50
Draft Specification for Junior Cycle Science
Sulphur Mining
• The main use of sulphur is in the preperation of SO² which is used in the manufacture of sulphuric acid.
• Sulphur is used in ointments for curing skin diseases.
My Elements Uses!
● Sulphur is also used to make fireworks as it is one of the ingredients of gunpowder.
Lapis Lazuli owes its blue colour to a sulphur radical. S³ Trisulphur
Did you know?
SS
S
The uses of the element are clearly described.
51
Draft Specification for Junior Cycle Science
TheEnd!
Overall Judgement
Ahead of expectations
In line with expectations
Has yet to meet expectations
√
Teacher commentary (supporting the judgement made) Appropriate language is used to organise and communicate the research and much relevant
scientific terminology and representations are used throughout the work. The chosen
element is described in detail. This work could be judged to be 'in line with expectations'
based on the written evidence alone. However, the student presented these slides to the
class and did an excellent job that revealed a deeper understanding, overall it was judged
to be at the upper end of 'in line with expectations'.
52
Draft Specification for Junior Cycle Science
Student response: Sample 3b
1. The poster uses appropriate language to describe the element and contains information that indicates independent research was conducted. This information is described clearly.
2. The poster displays a model of the structure of an atom of silver. 3. Physical properties of the element are identified but some of the more obvious
physical properties are not mentioned, such as hardness, colour, conductivity etc. There is no attempt to identify any chemical properties or to classify the named properties as physical or chemical properties.
4. The student used the poster to present the information to the rest of the students in the class. The presentation was clear and appropriate for the rest of the students in the class.
1.
2.
3.
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Draft Specification for Junior Cycle Science
Overall judgement
Ahead of expectations
In line with expectations
Has yet to meet expectations
√
Teacher commentary (supporting the judgement made) Appropriate language is used to organise and communicate the research. The element was described clearly on the poster. The features of quality of the written evidence are similar to those of sample 3a. Additional evidence from presenting the poster suggested that this student’s understanding was not deeper or less deep than the poster suggested. Overall, it was judged that this work is in line with expectations.
54
Draft Specification for Junior Cycle Science
Student response: Sample 3c
MY PROJECT ON: ZINC
Zinc’s chemical symbol. It is number 30 on the Periodic Table.
Does not describe a model of the structure of the element zinc.
55
Draft Specification for Junior Cycle Science
The Periodic Table has 83 elements! Some of the elements include:
- He… Helium
- Zn… Zinc
- Cu… Copper
ZINC PHYSICAL PROPERTIES
- Zinc is silver in colour.
- It is a solid.
- It is a metal.
ZINC CHEMICAL PROPERTIES
- Zinc’s boiling point is 907 Degrees Celsius.
- Zinc’s melting point is 420 Degrees Celsius.
- Zinc’s atomic weight is 65.409
Lists one obvious physical property of zinc but confuses a physical state and a classification of a substance as physical properties.
Reveals a lack of understanding of physical and chemical properties. Incorrectly identifies some physical properties of zinc as chemical properties.
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Draft Specification for Junior Cycle Science
ZINC HISTORY
- Zinc was discovered by Andreas Sigismund Marggraf.
- He discovered it in 1746 in Germany.
- He discovered zinc in 1746 by heating calamine and carbon.
Clearly describes the history of zinc. The third point lacks the detail to explain that the zinc was extracted from the calamine. It is possible there is a misunderstanding of how to classify a substance as an element, i.e. does this point suggest that zinc is produced from a chemical reaction.
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Draft Specification for Junior Cycle Science
ZINC’S USES
- Zinc is used in roofing materials.
- Zinc is widely used in the manufacture of very many products such as paints, rubber, cosmetics, pharmaceuticals, plastics, inks, soaps, batteries, electrical equipment and fluorescent lights.
- Zinc is also used to make guns
Uses of zinc described using appropriate language.
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Draft Specification for Junior Cycle Science
Overall judgement
Ahead of expectations
In line with expectations
Has yet to meet expectations
√
Teacher commentary (supporting the judgement made)
There is evidence that independent research was conducted, and the language used is
appropriate. There is evidence of a lack of understanding of physical and chemical
properties and a possible misunderstanding of what constitutes an element. The oral
presentation of this information to the class was not clear. For this reason, work like this
would be at the lower end of being in line with expectations.
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Draft Specification for Junior Cycle Science
4. Practical activity: How quickly does a mass bob up and down on a spring?
Strand Nature of science and Physical world
Element Investigating in science, Communicating in science and Building blocks
Learning
outcomes
Nature of science:
3. Students should be able to design, plan and conduct investigations;
explain how reliability, accuracy, precision, fairness, safety, ethics, and
the selection of suitable equipment have been considered.
4. Students should be able to produce data (qualitatively/quantitatively),
critically analyse data to identify patterns and relationships, identify
anomalous observations, draw and justify conclusions.
7. Students should be able to organise and communicate their research
and investigative findings in a variety of ways fit for purpose and
audience, using relevant scientific terminology and representations.
Physical world:
1. Students should be able to select and use appropriate measuring
instruments.
2. Students should be able to identify and measure/calculate length,
mass, time, temperature, area, volume, density, speed, acceleration,
force, potential difference, current, resistance, electrical power.
3. Students should be able to investigate patterns and relationships
between physical observables.
6. Students should be able to explain energy conservation and analyse
natural processes in terms of energy changes and dissipation.
Task
Students were asked the question, 'How quickly does a mass bob up and
down on a spring?'. Presented with a range of materials, they were then
asked to plan and carry out an experiment to answer this question. They
were also required to graphically display the relationship between a
measured variable and time.
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Draft Specification for Junior Cycle Science
Year Second year students generated the following samples of work.
Time allowed
One class for discussion/preparation - with emphasis on measurement
and error.
Two classes for data collection and completion of worksheet.
Homework completed over two evenings – production of proportional
graph and conclusion regarding the patterns in the data.
Conditions Open access to necessary resources.
Student
response
format
Written investigation report including worksheet, graph & conclusion.
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Draft Specification for Junior Cycle Science
Material used to support the task: Name: ___________________________
How quickly does a mass bob up and down on a spring?
Try to imagine a rubber duck floating in a pond when someone drops a stone into the water
nearby. Waves from the stone spread out and when they reach the rubber duck it gently bobs
up and down till the water settles.
This kind of up and down or back and forth motion is very common in nature – a pendulum
gently swinging, a diving board after someone jumps into a pool, or a ship at the quayside rising
and falling on the tide are all similar examples.
In a laboratory, we can study this type of motion by analysing how quickly a mass bobs up and
down when hanging from a spring.
You have been given a box containing some equipment: retort stand and clamp, selection of 5
springs of various elastic constants, a set of slotted masses/weights (100g or 1N), a stopwatch,
a pan balance, a ruler/metre-stick, graph paper & calculator. Hang a mass from a spring and
set it bobbing up and down. Watch the way it behaves. Now examine all of the items in the box
and think how you might design an experiment to see how quickly a mass bobs up and down
on a spring.
List the variables you think might affect the mass as it moves.
___________________________________________________________________________
Decide which variables you are going to measure. Explain how you think these variables might
govern the way the mass moves.
___________________________________________________________________________
Put your experiment design into action. Assemble the equipment as you see fit and collect your data. Think carefully about how you will analyse and present your data. The
following headings can be used to guide you as you prepare a report of your investigation:
• Experiment title
• List of apparatus
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Draft Specification for Junior Cycle Science
• Diagram
• Method
• Results
• Analysis and conclusion
• Sources of error
• Suggested improvements to design.
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Draft Specification for Junior Cycle Science
Student response: Sample 4a
How quickly does a mass bob up and down on a spring?
List the variables you think might affect the mass as it moves.
How hard you pull down on the mass before letting it go, how long it
bounces up and down for
Decide which variables you are going to measure. Explain how you think these variables might govern the way the mass moves.
I am going to measure the distance I pull down the mass before letting
go of it, then I am going to see how long it takes to stop moving.
If I pull it down further it should bounce up and down for longer.
Experiment title: How pulling harder on a spring makes it bounce longer
List of apparatus A spring, a retort stand and clamp, a timer, a mass, a ruler.
Method 1. I set up the equipment as in the diagram.
2. I attached the mass to the spring.
3. I pulled the mass down 1 cm.
4. I released the mass and started the timer at the same moment.
5. I stopped the timer when the mass stopped moving.
6. I wrote down the distance the mass was pulled down and the
length of time it moved up and down for.
Results x / cm t / s
1 33
2 43.2
Includes some relevant variables but no control variables are mentioned.
This is a plausible hypothesis that can be investigated scientifically. The goal is stated clearly, but it is not fully aligned with the research question.
Fairly clear description of the method.
Table of results presented clearly, but there is no graphical representation of the data.
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Draft Specification for Junior Cycle Science
3 49
4 53
5 56
6 59
x = distance mass was pulled down at start
t = time taken for mass to stop bobbing
Analysis & conclusion My results show that the farther down I pull the mass attached to the
spring the longer it takes to stop. This is what I predicted would
happen.
Sources of error It was difficult sometimes to see whether the mass had fully stopped
moving.
Overall
judgement
Ahead of expectations In line with
expectations
Has yet to meet
expectations
√
Teacher commentary (supporting the judgement made)
This work reveals some good understanding of how to conduct a scientific investigation.
However, the experiment that was planned does not set out to answer the question that was
actually asked. The work lacks critical analysis of data, and there is no graphical
representation of data. While the source of error was identified, there was no attempt to
reduce sources of error.
A pattern is identified.
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Draft Specification for Junior Cycle Science
Student response: Sample 4b
How quickly does a mass bob up and down on a spring?
List the variables you think might affect the mass as it moves.
How long the spring is, the metal the spring is made with, the mass
hanging on the spring, how far you pull the mass down to set it bobbing
Decide which variables you are going to measure. Explain how you think these variables might govern the way the mass moves. I am going to measure the time it takes for the mass to bounce up and
down. I have tried hanging a few masses from the springs – one stretches
all the way to the table even with only 0.2 kg on it. Two springs barely
stretch even with 1 kg on it. I broke another spring by stretching it too far
and it lost its shape. So I had only really one spring to work on.
I think a heavier mass will move slower up and down, so I will put different
masses on the end of the spring each time and see how long it takes to
go up and down once.
Experiment title: The effect of mass on the bouncing movement of a spring List of apparatus Retort stand and clamp, a spring, a timer, masses on a hook.
Method 1. I set up the equipment as in the diagram.
2. I noted the mass hanging on the spring.
3. I made the mass bob up and down.
4. When the mass was at its lowest point I started the timer and I
stopped it when it finished its 5th time up and down. I wrote this
time down in the table.
5. I found how long it took the mass to go up and down once.
Relevant variables listed.
This is a plausible hypothesis that can be investigated scientifically. Goals are aligned with the research question.
Clear description of the method.
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Draft Specification for Junior Cycle Science
6. I drew a graph of time (on the horizontal axis) vs mass hanging
from the spring (on the vertical axis).
Results Graph
t / s T /
s m / kg
6.40 1.28 0.3
7.40 1.48 0.4
8.25 1.65 0.5
9.10 1.82 0.6
9.90 1.98 0.7
10.45 2.09 0.8
11.00 2.20 0.9 t = time for 5 bounces
T = time for one bounce
m = mass hanging on spring
Table of results and graph clearly present results. The points fit a curve but a straight line graph is
presented. Placing the variable that was changed (mass) on the x-axis may have made this more
obvious. This graph suggests that the spring would bob up and down when no mass is on the spring.
0.0
0.2
0.4
0.6
0.8
1.0
1.2
0.00 0.50 1.00 1.50 2.00 2.50
Mas
s / k
g
Time / s
Mass vs time for a bouncing spring
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Draft Specification for Junior Cycle Science
Analysis & conclusion The line of best fit drawn through the data points show that there is a
clear correlation between the time it takes for the spring to move up and
down once and how heavy the mass is that is attached onto the end.
The bigger the mass the longer the motion takes. This result agrees with
my hypothesis at the start.
Sources of error The base of the retort stand wobbled a tiny bit when I set the mass
bobbing – this might cause errors. It was difficult to start the timer and
stop it at exactly the right times.
Suggested improvements to design If I had to collect the data again I would use a C-clamp from woodwork to
fix the base of the retort stand to the table to stop any wobbling.
Overall
judgement
Ahead of expectations In line with
expectations
Has yet to meet
expectations
√
Teacher commentary (supporting the judgement made)
The hypothesis was explicitly stated at the beginning, and the result seems clearly in
agreement with it. The effort made to minimise the random error in the timing of an event
of short duration is not sufficiently explained.
The graph is precise in the plotting of points and the axes are correctly labelled with
quantities and units, but the student missed the possibility that the point distribution hints at
a curve, the linear relationship described is incorrect. A more accurate rendering of the
timing issue might have made the curve more visible to the student.
An explanation is given for the relationship between mass and the periodic time.
These are relevant limitations and clearly identified.
The first limitation – the wobble – is dealt with satisfactorily. No suggestions are offered for the second limitation identified above.
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Draft Specification for Junior Cycle Science
Student response: Sample 4c
How quickly does a mass bob up and down on a spring?
List the variables you think might affect the mass as it moves. The stiffness of the springs, the value of the mass hanging from the spring,
the extension from the resting position and the room temperature
Decide which variables you are going to measure. Explain how you think these variables might govern the way the mass moves.
I will measure the periodic time of the motion – the question asked me
“How quickly. . “, so a shorter time would mean the mass is moving
quicker. The room temperature will stay roughly the same, so it probably
won’t cause a change in the behaviour of the spring. Different springs have
different stiffnesses, so I’ll collect all the data using one spring first.
I think a spring attached to a heavier mass will move more slowly and have
a longer periodic time , so I plan to measure the periodic time for different
masses to see how the two variables are related. I will use the same
extension each time I set the mass moving to stop the extension being a
variable.
Experiment title: The effect of mass on the bouncing movement of a
spring
List of apparatus Retort stand and clamp, a spring, a timer, masses on a hook.
Method
1. I set up the equipment as in the diagram.
2. I attached a 100 g mass to the spring.
3. I pulled the mass down 4 cm and released it.
Relevant variables that could affect the motion are stated.
Uses language appropriate to this type of motion and some level of familiarity with key ideas has been attained.
This is a plausible hypothesis that can be investigated scientifically. Goals are aligned with the research question, and are stated clearly. Good analysis of the effect of variables.
This level of detail makes the method very easy to reproduce.
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Draft Specification for Junior Cycle Science
4. I let the movement settle down to a steady rhythm then when the
mass was at its lowest point I started the timer.
5. I stopped the timer when the mass had completed 10 oscillations.
6. I divided this time by 10 to find the periodic time – the time for
one oscillation.
7. I added 100 g to the spring and repeated steps 3 to 6.
8. I repeated the process until I had collected the periodic time for 7
different masses, 100 g to 700 g.
9. I drew a graph of mass (on the horizontal axis) vs periodic time
(on the vertical axis).
Results Graph
m / kg t / s T / s 0 0 0
0.3 5.10 0.26 0.4 5.88 0.29 0.5 6.50 0.33 0.6 7.19 0.36 0.7 7.66 0.38 0.8 8.26 0.41 0.9 8.72 0.44 1.0 9.12 0.46
m = mass on spring / kg
t = time for ten oscillations / s
T = periodic time / s
-0.1
0.1
0.3
0.5
0 0.5 1 1.5
Perio
dic
Tim
e /
s
Mass / kg
How the time for one oscillation varies with the
mass hanging on the spring
Table of results and graph clearly present results.
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Draft Specification for Junior Cycle Science
Analysis & conclusion The graph clearly shows a curve representing the relationship between
periodic time and the value of the mass attached to the spring.
As mass increases the periodic time also increases. The bigger the
mass the greater the force needed to give it the same acceleration. That
is why it slows as the mass increases.
Sources of error The retort stand seemed to move a bit as the mass bobbed up and down
so I put some heavy books on the base to steady it. The mass wobbled a
lot each time I let it go, so I let it settle into its motion before putting on
the timer.
Suggested improvements to design I would like more time to repeat the experiment for different springs. The
stiffer they are the faster they would make the mass oscillate. I would like
to use less stiff springs – the slower periodic times obtained would
reduce further the error in timing.
Overall
judgement
Ahead of expectations In line with
expectations
Has yet to meet
expectations
√
Teacher commentary (supporting the judgement made)
The identification of variables, the understanding of cause and effect between the chosen
variables and the efforts to keep other variables fixed are the hallmarks of good
investigative practice. The use of specific language indicates thorough research into the
problem, and reflects the level of comprehension attained. This is a very well researched,
planned and executed investigation.
Analyses pattern in data, identifies consistent relationship in results. This analysis shows a good understanding of the relationship between force and acceleration.
These are relevant limitations and are addressed them with some success.
This is a very well thought-through proposition.
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Draft Specification for Junior Cycle Science
Appendix 2
Glossary of action verbs
Action verb Students should be able to
Analyse
study or examine something in detail, break down something in order
to bring out the essential elements or structure; identify parts and
relationships, and interpret information to reach conclusions
Apply
select and use information and/or knowledge and understanding to
explain a given situation or real circumstances
Appreciate recognise the meaning of; have a practical understanding of
Calculate obtain a numerical answer, showing the relevant stages in the working
Classify group things based on common characteristics
Compare
give an account of the similarities and/or differences between two (or
more) items or situations, referring to both/all of them throughout
Conduct to perform an activity
Consider
describe patterns in data; use knowledge and understanding to
interpret patterns; make predictions and check reliability
Demonstrate
prove or make clear by reasoning or evidence, illustrating with
examples or practical application
Describe
develop a detailed picture or image of, for example, a structure or a
process, using words or diagrams where appropriate; produce a plan,
simulation or model
Design to conceive, create and execute according to plan
Develop to evolve; to make apparent or expand in detail
Discuss
offer a considered, balanced review that includes a range of
arguments, factors or hypotheses: opinions or conclusions should be
presented clearly and supported by appropriate evidence
Evaluate (data)
collect and examine data to make judgments and appraisals; describe
how evidence supports or does not support a conclusion in an inquiry
or investigation; identify the limitations of data in conclusions; make
judgments about ideas, solutions or methods
Evaluate (ethical
judgement)
collect and examine evidence to make judgments and appraisals;
describe how evidence supports or does not support a judgement;
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Draft Specification for Junior Cycle Science
Action verb Students should be able to identify the limitations of evidence in conclusions; make judgments
about ideas, solutions or methods
Examine
consider an argument or concept in a way that uncovers the
assumptions and relationships of the issue
Explain give a detailed account including reasons or causes
Explore observe, study, in order to establish facts
Formulate
express the relevant concept(s) or argument(s) precisely and
systematically
Identify
recognise patterns, facts, or details; provide an answer from a number
of possibilities; recognise and state briefly a distinguishing fact or
feature
Illustrate use examples to describe something
Interpret
use knowledge and understanding to recognise trends and draw
conclusions from given information
Investigate
observe, study, or make a detailed and systematic examination, in
order to establish facts and reach new conclusions
Justify give valid reasons or evidence to support an answer or conclusion
Measure quantify changes in systems by reading a measuring tool
Model
generate a mathematical representation (e.g., number, graph,
equation, geometric figure); diagrams; physical replicas for real world
or mathematical objects; properties; actions or relationships
Organise to arrange; to systematise or methodise.
Outline to make a summary of the significant features of a subject.
Plan to devise or project a method or a course of action
Produce to bring into existence by intellectual or creative ability
Research to inquire specifically, using involved and critical investigation
Review
to re-examine deliberately or critically, usually with a view to
approval or dissent; to analyse results for the purpose of giving an
opinion
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Draft Specification for Junior Cycle Science
Action verb Students should be able to
Recognise
identify facts, characteristics or concepts that are critical
(relevant/appropriate) to the understanding of a situation, event,
process or phenomenon
Reflect to consider in order to correct or improve
Use apply knowledge or rules to put theory into practice
Verify give evidence to support the truth of a statement
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Draft Specification for Junior Cycle Science
Appendix 3
Suggested sample assessment items
To assist in interpreting the learning outcomes, the following examples illustrate written tasks
that students should be able to complete having followed the course. These examples do not
necessarily reflect the length or format of the questions on the final examination paper. Each
exemplar is preceded by a table which links the sample item to the learning outcomes of the
specification.
Sample item 1
Part Strand (learning outcome)
a, b Nature of science (3 + 4) Materials (7)
c, d and e Materials (7)
In an experiment, Susan adds a solution of hydrochloric acid to solid chips of calcium
carbonate. This causes a reaction that releases carbon dioxide gas. Susan records the
volume of carbon dioxide released over time.
She does the experiment four times. The four sets of results are shown in the graph below,
labelled A, B, C and D. Susan keeps the following variables fixed in all four cases:
• temperature
• pressure
• volume of hydrochloric acid
• concentration of hydrochloric acid.
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Draft Specification for Junior Cycle Science
(a) It says above that “Susan keeps the following variables fixed”.
What does the word “variable” mean here?
Answer:
_____________________________________________________________________
_____________________________________________________________________
(b) In an experiment, why is it important to keep some of the variables fixed?
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
0
5
10
15
20
25
0 5 10 15 20
volu
me
of c
arbo
n di
oxid
e in
cm
3
time in seconds
A
B
C
D
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Draft Specification for Junior Cycle Science
(c) The mass of calcium carbonate was something which Susan did not keep fixed. Which
time did she use the smallest mass? Answer A, B, C or D. Explain your answer.
Answer:
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(d) Give one possible difference between the conditions used in case A and case D.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(e) At the start of the reactions, which case showed the greatest rate of reaction?
Answer:
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Draft Specification for Junior Cycle Science
Sample item 2
Part Strand (learning outcome)
a Nature of science (1 + 6)
b Nature of science (6)
c Nature of science (2 + 3)
The following is a news article from January 19th 2014:
(a) Do you think this article is from a scientific journal or not? Explain your answer.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Blue Monday is Year’s Saddest Day
If you woke up feeling grumpier than usual this morning you’re probably not alone, as experts reckon today is one of the gloomiest days of the year. Researchers say the third Monday in January is when people are more unhappy than at any other time in the year. Apparently it's all to do with the grey and depressing weather, breaking our New Year's resolutions and not having much cash to splash in the shops!
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Draft Specification for Junior Cycle Science
(b) Does this article provide any evidence for the existence of 'Blue Monday'? Give
reasons for your answer.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(c) Outline a fair, scientific way to investigate if weather has an effect on people’s moods?
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Draft Specification for Junior Cycle Science
Sample item 3
Part Strand (learning outcome)
a Earth and space (1)
b Nature of science (4)
c Nature of science (4)
Earth and space (3)
d Physical world (2)
e Materials (2 + 4)
f Earth and space (3)
g Nature of science (1)
h Nature of science (9)
Earth and space (8)
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Draft Specification for Junior Cycle Science
The table below shows data for some of the largest objects in our solar system, including the
sun, the planets, some dwarf planets and some moons. In each case the radius, mass and
surface gravities of the object are shown relative to those of the Earth. (For example, the
Sun’s relative radius of 109 means that its radius is 109 times the radius of the Earth.)
Object Type of object Relative mass Relative radius Surface
gravity
Sun Star 333000 109 28.0
Jupiter Planet 318 11.0 2.53
Saturn Planet 95.2 9.14 1.06
Uranus Planet 14.5 3.98 0.90
Neptune Planet 17.1 3.86 1.14
Earth Planet 1 1 1
Venus Planet 0.815 0.950 0.905
Mars Planet 0.107 0.532 0.38
Ganymede Moon of Jupiter 0.0248 0.413 0.15
Titan Moon of Saturn 0.0225 0.404 0.14
Mercury Planet 0.0553 0.383 0.38
Callisto Moon of Jupiter 0.0180 0.378 0.126
Io Moon of Jupiter 0.0150 0.286 0.183
Moon Moon of Earth 0.0123 0.273 0.166
Europa Moon of Jupiter 0.00803 0.245 0.134
Triton Moon of Neptune 0.00359 0.212 0.0797
Pluto Dwarf Planet 0.0022 0.186 0.062
Eris Dwarf Planet 0.0027 0.182 0.0677
Titania Moon of Uranus 0.00059 0.124 0.0385
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Draft Specification for Junior Cycle Science
(a) Name the object in our solar system that Earth travels around: ____________
Name the object in our solar system that Titan travels around: ______________
(b) Do you think that the objects in the table are listed in order of mass, in order of radius
or in order of gravity?
Answer: ______________________
(c) Alex studies the table and says that as the mass of an object decreases, so does its
surface gravity.
Do you agree with Alex? Explain your answer.
Answer (YES or NO): _____________
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Bridget studies the table and says that as the radius of an object decreases, so does
its surface gravity.
Do you agree with Bridget? Explain your answer.
Answer (YES or NO): _____________
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Draft Specification for Junior Cycle Science
(d) The density of an object is its mass divided by its volume. A scientist wishes to use the
data in the table to calculate which of the planets has the greatest density. Explain how
the scientist would do this.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(e) Do you think the planet with the greatest density will be made of gas, like Jupiter, or
made of solid rock, like Earth. Explain your answer.
GAS or ROCK: _______________
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Draft Specification for Junior Cycle Science
(f) Do you think that a person has the same mass on Mars as on Earth?
Answer (YES or NO): _____________
Do you think that a person has the same weight on Mars as on Earth?
Answer (YES or NO): _____________
Explain your answers.
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Pluto was discovered in 1930. For years after that, scientists called Pluto a planet. However
when scientists discovered that there were many other “small” objects orbiting the Sun, they
no longer called Pluto a planet, but instead called it a dwarf planet.
(g) Explain why scientists sometimes change their ideas about the world around us.
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Draft Specification for Junior Cycle Science
(h) Give an account of the ethical issues which you think we should consider when we
plan future exploration of the solar system.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Draft Specification for Junior Cycle Science
Sample item 4
Part Strand (learning outcome)
a Materials (4)
b Materials (2)
c, d Materials (5)
Lithium oxide is a chemical compound made from the metal lithium and the non-metal
oxygen. When a piece of lithium is cut with a knife, it combines with the oxygen in the air to
make the compound lithium oxide.
(a) How could you tell the difference between a metal and a non-metal?
Answer:
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
(b) Is the reaction between lithium and oxygen an example of a physical change or a
chemical change? Explain your answer.
Answer (PHYSICAL or CHEMICAL): ______________________________________
Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Draft Specification for Junior Cycle Science
How could you check if the reaction was a physical change or a chemical change?
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(c) Find lithium (Li) and oxygen (O) in the periodic table of the elements on page 79 of
your Formulae and Tables.
What is the number of the group (column) that contains lithium? ______________
What is the number of the group (column) that contains oxygen? ______________
(d) Use your answers from part (c) to predict how many lithium atoms are needed to
combine with one oxygen atom in lithium oxide.
Answer: ______________
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Draft Specification for Junior Cycle Science
Sample item 5
Part Strand (learning outcome)
a, b, c and d Biological world (4)
e Biological world (4, 7)
f, g Biological world (4)
h Biological world (6)
The diagram below shows a model of the system which is used to move blood around the
body.
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Draft Specification for Junior Cycle Science
(a) Name the organ which pumps blood around the body. ______________
(b) The arrow on the diagram shows the direction the blood is flowing in at that point.
Draw three more arrows in different parts of the diagram to show what direction the
blood is flowing there.
(c) Write the letter G in the diagram at a place where the blood gains oxygen.
Write the letter L in the diagram at a place where the blood loses oxygen.
Write the letter W in the diagram at a place where waste is removed from the blood.
Write the letter N in the diagram at a place where the blood takes in nutrients.
(d) One of the reasons we need our blood to move through our bodies is so that it can
transport different substances to and from various parts of our bodies. State one other
reason why we need our blood to flow.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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(e) Explain why it is important that our bodies get both nutrients and oxygen.
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(f) Write the letter P in the diagram at a place where your pulse could be taken.
(g) Why might your pulse increase while you are exercising?
Answer:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(h) Name one lifestyle choice that could cause your resting pulse to decrease over time.
Answer: _____________________________________________________________
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Sample item 6
Part Strand (learning outcome)
a, b Biological world (5)
c Biological world (9)
The photograph is of the blackthorn tree
which is found in many parts of the Irish
countryside. The branches of the tree
have sharp thorns. These make it difficult
for animals to eat the fruit, which are
called sloes.
(a) Are the sharp thorns of the tree an example of adaptation, competition or
interdependence?
Answer: _______________________________
(b) When animals eat the sloes, they gain energy from the food. They also help to
disperse the seeds of the plant which are inside the sloes. Is this an example of
adaptation, competition or interdependence?
Answer: _______________________________
(c) We sometimes use sloes to make jam and alcoholic drinks. State one other benefit or
use that we might get from the blackthorn tree.
Answer: _______________________________
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Appendix 4
This Appendix sets out the NCCA’s Work to date on potential assessment arrangements
for Junior Cycle Science. Consultation on the assessment for certification arrangements
is deferred until discussions take place between the Minister for Education and Skills and
the teacher unions in October.
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Work to date on potential assessment arrangements
Assessment for certification
Junior cycle science will have two assessment components in the assessment for certification:
a school work component and a final assessment. The school work component will carry 40%
of the marks available and the final assessment will carry 60%. The school work component
comprises a scientific research report (scientific investigations/issues investigations) and a
direct observation of students’ practical work spread over the second and third years of junior
cycle and will relate to the students’ work during that time. Up to 10% of the overall marks will
be awarded by direct observation of students engaging in practical work.
The assessment tasks in the school work component Practical assessment linked to the development of their practical competence, procedural
understanding, and ability to work with others, during practical activities.
Scientific research reports emerging through engagement with a broad range of scientific
investigations and issues investigations. The students’ reports may be presented in a wide
range of formats.
Mark weighting for the assessment components
The following tables are predicted on the total mark available being 400.
Table 6: Breakdown of marks between school component and final assessment
School work components 40% 160 marks
Final assessment 60% 240 marks
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Timing and mark weighting for the school work components
Table 7: Breakdown of marks between the school components
Component Marks Submitted Moderation meeting
Practical assessment 40 marks Not applicable Not applicable
Scientific research 60 marks
60 marks
End of Year 2
Christmas to
midterm Year 3
End of Year 2
Christmas to midterm
Year 3
Rationale for the assessment tasks
Over the three years of junior cycle students will have many opportunities to enjoy and learn
science. They will work like a scientist as they formulate scientific questions and hypotheses,
initiate research, plan and conduct investigations, process and analyse data and information,
evaluate evidence to draw valid conclusions, and report and reflect on the process. Students
will collaborate as they prepare scientific communications for a variety of purposes and
audiences. They will learn about and make informed decisions about their own health and
wellbeing, and issues relating to social and global importance. Through these activities they
will develop their science knowledge, understanding, skills, and values, thereby achieving the
learning outcomes across the strands. The assessment tasks link to important aspects of that
development and relate to priorities for learning and teaching.
Figure 3: The integration of the school component assessment into relevant classroom learning
Teaching, learning and assessment plan
Scientific research tasks are integrated into the planning for learning in second and third year
During practical work
Direct observation of ‘working like a scientist’
10%
Scientific research
Students select one piece of evidence for second year and another for third year30%
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Draft Specification for Junior Cycle Science
Scientific research reports
Investigating in science and communicating in science are vital to working like a scientist.
Students need to develop a sense of what is appropriate for scientific investigation and
research, plan and conduct investigations and research issues, process and analyse data and
information, draw evidence based-conclusions, evaluate the process, and prepare scientific
communications. This is best done over time and with supportive feedback and scaffolding
from the teacher. This assessment task offers students the chance to celebrate their
achievements as creators of scientific research reports by selecting a problem or issue to
investigate. In the majority of cases, the work done by the student will arise from material and
tasks encountered in class, or with the agreement of the teacher, the student may select other
material relevant to the learning outcomes of junior cycle science.
The range of assessment methods that can be used to engage students in scientific research
are set out in table below.
Table 8: Range of assessment methods used to engage students in scientific research
Methods Purpose Sample assessment task
Scientific investigation
This method is used to assess
students’ ability to conduct an
investigation, generate questions,
and generate and analyse primary
data.
What factors affect the biodiversity
of the school yard?
Devise and test a model of the
relationship between the volume of
a bubble and speed of the bubble.
Design and test the effectiveness of
a container to keep an ice-pop cool.
Issues investigation
This method is used to assess
students’ ability to research socio-
scientific issues, ask questions,
collect, analyse and draw
evidence-based conclusions about
secondary data and information,
and to make appropriate
recommendations.
What role should wind farms play in
meeting Ireland’s current and future
energy needs?
Evaluate media-based arguments
for exploring Mars.
Research issues concerning use of
tap water for watering plants.
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The presentation formats for each of the above methods can include the following (this is not
an exhaustive list):
a hand-written/ typed report
computer-generated simulations
multimodal presentation
webpage
model building
podcasts.
The assessment tasks will be spread over the second and third years of junior cycle and will
relate to the student’s work during that time.
Students select the two pieces of work that they consider will best illustrate their learning. At
least one sample must be a scientific investigation.
Students should receive a copy of the features of quality as early as possible, so that they are
aware of what they need to generate work of the highest possible standard. The selected
pieces of student work should be presented as a draft to their teacher during the ongoing
assessment, learning and teaching activities. Feedback, in the form of prompts for
improvement, on work which is to be presented for certification can be given to students. This
must be general rather than specific. Students can use this feedback to improve the work that
they present for certification. It is also acceptable and in some respects encouraged that the
evidence of learning presented for assessment could be used as part of a student’s entry to a
local or national science fair.
Assessing the scientific reports
Features of quality for a scientific investigation Key features of quality designed to support student and teacher judgement in assessing a
scientific investigation are presented in Table 9 below.. The features of quality are the criteria
used to assess the pieces of student work. Students’ progress through the task is assessed
in four performance aspects of a scientific investigation: questioning and predicating, planning
and conducting, evaluating, and reviewing. For each aspect there are five hierarchical sets of
features of quality.
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Table 9 Distinction Higher merit Merit Achieved Partially achieved
The student work has the following features of quality: Questioning and predicting
Poses question and provides a
clear description and
comprehensive explanation of
scientific knowledge to propose a
testable hypothesis.
Poses question and
refers to scientific
knowledge to form a
testable hypothesis.
Poses question, forms a
testable prediction and
justifies it by referring to
common sense or
previous experiences.
Selects a question to
be investigated and
makes a prediction
without any
justification.
Use of given
investigation
question.
Planning and conducting
Considers all relevant variables
and explains how reliability and
fairness are considered.
Presents a full risk assessment
identifying ways of minimising the
risks. Describes the method and
equipment used to systematically
and accurately collect and record
reliable data, in a manner that
could be easily repeated.
Records an adequate amount of
good quality data with regular
repeats and appropriate handling
of outliers. Preliminary work is
included to confirm or adapt the
range and number of
measurements to be made.
Describes reliability and
fairness considerations.
Correctly identifies
safety and/or ethics
considerations and
suggests some
precautions.
Describes the method
and equipment used to
accurately collect and
record reliable data, in a
manner that could be
easily repeated. Records
an adequate amount of
good quality data with
regular repeats.
Correctly identifies
safety and/or ethics
considerations.
Describes the method
and equipment used to
collect and record
relevant data, showing
some understanding of
the need for
repeatability. Records an
adequate amount of
data.
Describes the safe use
of equipment to collect
and record a limited
amount of data.
Safe, directed
use of
equipment to
collect and
record data.
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Processing and analysing
Presents data in the most
appropriate way to indicate the
spread of data, using relevant
scientific terminology and
representations.
Considers critically the
repeatability of the data,
accounting for any outliers.
Provides a clear and
comprehensive description of the
relationships between the
variables.
Provides a comprehensive and
logically-sequenced conclusion
supported by the data and uses
relevant science knowledge to
assess whether the hypothesis
has been supported or to suggest
how it should be modified to
account for the data.
Displays data on tables
and graphs, correctly
selecting scales and
axes, or constructs
detailed charts or
diagrams.
Identifies obvious
inconsistencies in data,
or justifies a claim that
there are no
inconsistencies.
Describes the
relationships between
the variables.
Draws a conclusion
consistent with the data
and uses relevant
science knowledge to
assess whether the
hypothesis has been
supported by the
conclusion.
Displays data on simple
tables, charts or graphs,
allowing for some errors
in scaling or plotting.
Identifies obvious
inconsistencies in data,
or justifies a claim that
there are no
inconsistencies.
Draws conclusions and
comments on whether
the conclusion supports
the prediction or
hypothesis.
Displays a limited set
of data in tables, charts
or graphs using given
axes and scales.
Identifies simple
relationships and
states a conclusion but
without reference to
the data.
Restatement
of given
information
and data.
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Reflecting Describes in detail the strengths
and weaknesses of their own
investigations, including a critique
of the data-gathering procedures
in order to recognise limitations to
the claims that can be made from
the data. Describes appropriate
improvements or explains fully
why no further improvements
could reasonably be achieved.
Identifies the strengths
and weaknesses of the
investigation and
suggests appropriate
improvements, or
explains why the
data-gathering
procedures were of
sufficient quality.
Identifies some features
of the investigation that
could be improved and
suggests improvements.
Identifies a feature of
the investigation that
could be improved and
suggests an
improvement.
Identifies a
feature of the
investigation
that could be
improved.
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Features of quality for an issues investigation Key features of quality designed to support student and teacher judgement in assessing an
issues investigation are presented in Table 10 below.. The features of quality are the criteria
used to assess the pieces of student work. Students’ progress through the task is assessed
in three aspects of an issues investigation: initiating research, reporting, and evaluating. For
each aspect there are five hierarchical sets of features of quality.
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Table 10 Distinction Higher merit Merit Achieved Partially achieved The student work has the following features of quality: Initiating research
Chooses own issue and
question, and finds
information about an
issue from a large
number of varied and
balanced sources.
Expert advice sought, if
appropriate. A complete
reference list is given.
The reliability and
quality (relevance,
accuracy and bias) of
the sources is
discussed.
Chooses own issue and
question, and finds a
good variety of
balanced sources of
information and advice
about an issue. A
complete reference list
is given. The reliability
and quality (relevance,
accuracy and bias) of
the sources are
evaluated.
Chooses their own
issue and finds some
useful sources of
information. The
reference list is
incomplete; some
details are missing.
Some consideration
given to reliability
and/or quality
(relevance, accuracy
and bias) of the
sources.
Chooses their own topic
but had to be directed
to sources of
information. Very few
sources of information
are used and there is
very little evidence of
what the sources are.
The reliability and
quality of the sources
are not evaluated.
Does not choose own
issue, uses a given
investigation question,
and had to be directed
to sources of
information. Accesses
information from
predominantly one
source.
Reporting Several sides of the
argument and the
relevant science are
explained in detail.
Inconsistencies in the
findings are identified.
Presented using
relevant scientific
Detailed and relevant
information on the
findings. Presented
using relevant scientific
terminology and
representations, in a
well-structured report
A good description of
the findings but lacks
detail about the
scientific explanations.
Presented using
relevant scientific
terminology and
Some good
descriptions of the
findings but some
irrelevant information is
included in a report that
has some structure.
A lot of irrelevant
information included
and there is little or no
structure to the report.
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terminology and
representations which
helps to explain the
information in a report
that is very well-
structured and clear
and easy to read.
that is clear and easy to
read.
representations, in a
structured report.
Evaluating All the information
evaluated and linked to
the original question. All
sides of the argument
are reviewed using
science explanations
and an understanding
about science. A
personal view is
developed, which is
justified by referring to
the evaluated
information.
Most information is
evaluated using science
knowledge and an
understanding about
science. The different
sides in the argument
are considered and
compared. A personal
view is given with the
explanation linked to
the argument.
Some information is
evaluated using science
knowledge and an
understanding about
science. A personal
view is given, with a
little bit of explanation.
Some discussion of the
information used and
why it is important yet
some evidence is
ignored, or discounted.
A personal view
emerges that is a
biased or incomplete
answer to the original
question.
Little discussion of the
information used and
why it is important.
Personal view given is
just a restatement of
information used.
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Marking the scientific reports Each of the scientific research components are marked at a common level out of a total of 120
marks. The marking schemes below draw directly from the features of quality for each type of
investigation.
The awarding of marks in each row of the grid is based on the professional judgement of the
teacher. Each of the sets of features of quality are considered in turn, working up from the
partially-achieved level to the highest grading level that fully matches the student’s work. Once
a level has been reached that doesn’t fully matched the work, no higher levels are considered.
Each level within an aspect of the investigation covers a range of two marks. The higher mark
is awarded when the student’s work fully matches the features of quality for that level. The
lower mark is awarded when the student’s work has partially matched the features of quality
for that level, but has exceeded the features of quality set out in the preceding, lower level.
Where there is no evidence of engagement with an aspect of the investigation, or the response
is insufficient to award the marks for partially achieved, a mark of zero is awarded for the
aspect.
Table 11: Marking the scientific investigation
Distinction Higher
merit
Merit
Achieved Partially
achieved
Questioning
and
predicting
(10/9) (8/7) (6/5) (4/3) (2/1)
Planning and
conducting
(20/19) (17/16) (15/12) (11/9) (8/6)
Processing
and analysing
(20/19) (17/16) (15/12) (11/9) (8/6)
Reflecting (10/9) (8/7) (6/5) (4/3) (2/1)
Table 12: Marking the issues investigation
Distinction Higher
merit
Merit
Achieved Partially
achieved
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Initiating
research
(20/19) (17/15) (14/12) (10/8) (7/6)
Reporting (20/19) (17/15) (14/12) (10/8) (7/6)
Evaluating (20/19) (17/15) (14/12) (10/8) (7/6)
Practical assessment
Throughout junior cycle, students are provided with opportunities to work as a scientist in the
laboratory and/or off-site. Students use equipment to collect, interpret and validate evidence;
they manage themselves to work efficiently and safely, and collaborate with others. The
development of manipulative, procedural and cognitive skills through practical activities that
foster investigation, imagination, curiosity and creativity is central to the aims of junior cycle
science.
The practical assessment enables students to demonstrate the development of their practical
competence, procedural understanding, and their ability to work with others, in a way that
cannot be assessed in the written examination. The practical assessment is an enabling
assessment that focuses on supporting students in these areas of development.
The practical assessment task assesses students on their ability to
use equipment to collect data and observations
manage themselves to work efficiently and safely
collaborate with others on a task.
Students who have not developed practical competence and procedural understanding during
the course of first and second year will not be able to complete the assessment successfully.
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Assessing the practical assessment component
Features of quality for the practical assessment Key features of quality designed to support student and teacher judgement in assessing the
practical assessment component are presented in Table 13 below. The features of quality are
the criteria used to assess the student work. Students’ progress through the task is assessed
in two aspects of practical assessment: safety and use of equipment, and collaboration. For
each aspect there are three hierarchical sets of features of quality.
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Table 13 Distinction
Merit
Partially achieved
The student work has the following features of quality: Safety and use of equipment (20m-direct observation)
Correctly selects appropriate equipment to
systematically and accurately collect and record
reliable data. Safely assembles and uses
appropriate equipment. Recognises when personal
safety is threatened and responds appropriately.
Selects equipment to collect and record
relevant data. Safely uses appropriate
equipment, but demonstrates some
difficulty in assembling the apparatus.
Recognises when personal safety is
threatened.
Directed use of equipment
to collect and record data.
Occasionally recognises
when personal safety is
threatened.
Collaboration (20m-direct observation)
Seeks out different perspectives, listens actively
and considers them carefully. Asks well thought-out
questions to challenge assumptions and ideas, both
personal and those of others, and facilitates in
developing a group consensus. Confidently,
succinctly and clearly expresses opinions, showing
respect for different points of view.
Shows flexibility and willingness to adjust own
thinking in light of new information as the group
seeks to achieve a common goal. Takes on different
roles within groups and contributes to decisions as
part of the group.
Listens actively to different perspectives
when considering options.
Questions assumptions and ideas, both
personal and those of others.
Confidently expresses opinions, showing
respect for different points of view.
Makes compromises to achieve a common
goal. Takes on similar roles within groups
but contributes to decisions as part of the
group.
Listens to others some of
the time.
Accepts ideas on authority
and does not suspend
judgement.
Limited expression of
opinions. Assists group but
does not take on
responsibilities of a
particular role in the group.
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Draft Specification for Junior Cycle Science
Marking The practical assessment is marked at a common level out of a total of 40 marks. It is
conducted as a model of punctuated direct assessment over the second and third year of
junior cycle. At the end of Year 3, the teacher makes an on-balance judgement of the overall
quality of a student’s practical work.
It is important that the gathering of evidence to support teacher judgement is manageable.
For example, before an activity a teacher may decide on one or two particular practical skills
they want to assess that day. During practical activities, the teacher gives all students the
attention they would normally receive. By the end of the class the teacher records how they
have seen students perform that day. The teacher is not expected to mark all students for
every activity: they may choose to focus on three students, but over the course of second and
third year all students should be evaluated in this way the same number of times. At the end
of Year 3, the teacher is then in a position to make an on-balance judgement of the overall
quality of a student’s practical work based on the features of quality. Students will complete
the practical assessment throughout the second and third year of post-primary education.
The awarding of marks in each row of the grid is based on the professional judgement of the
teacher. Each of the sets of features of quality are considered in turn, working up from the
partially-achieved level to the highest grading level that fully matches the student’s work. Once
a level has been reached that doesn’t fully match the work seen, no higher levels are
considered.
Each level within an aspect of the practical assessment covers a range of two marks. The
higher mark is awarded when the student’s work fully matches the features of quality for that
level. The lower mark is awarded when the student’s work has partially matched the features
of quality for that level, but has exceeded the features of quality set out in the preceding, lower
level. Where there is no evidence of engagement with an aspect of the investigation, or the
response is insufficient to award the marks for partially achieved, a mark of zero is awarded
for the aspect.
The following grids should be used as reference points when allocating marks for
performance-based assessment.
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Table 14: Marking of laboratory and collaborative skills
Distinction
Merit
Partially achieved
Safety and use of
equipment
(20/18) (15/13) (8/6)
Collaboration (20/18) (15/13) (8/6)
Moderation
The process will be conducted in accordance with the guidelines set out in the Assessment
and Moderation Toolkit produced by the NCCA.
In the particular case of the practical assessment in junior cycle science, there will be no
moderation of the 40 marks awarded directly by the teacher for safety and use of equipment,
and collaboration.
In advance of the moderation meeting, the teacher
marks all the students reports by reference to the relevant features of quality and
marking grid
brings two examples at or just above each grade boundary (No grade, Partially
achieved, Achieved, Merit, Higher merit, Distinction). Where no booklet has been
awarded Not achieved, the teacher selects the booklet with the lowest mark as one of
the examples; where no booklet has been awarded with Distinction, the teacher
selects the booklet with the highest mark as one of the examples.
The final assessment
The final assessment will carry 60% of the marks available. There will be one examination
paper at a common level.
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Draft Specification for Junior Cycle Science
The final assessment
Students will sit a two-hour examination.
They will be required to engage with,
demonstrate comprehension of, and
provide written responses to stimulus
material.
The content and format of the final
examination may vary from year to year.
In any year, the learning outcomes to be
assessed will constitute a sample of the
outcomes from the tables of learning
outcomes.
The examination takes place at the end of
third year and will be offered at a common
level. Initially, the final assessment and
marking scheme for grading purposes will
be prepared by the State Examinations
Commission.
The examination will be corrected by the
class teacher and a moderation meeting will
take place at the end of third year.
The material on junior cycle science included in the Assessment and Moderation Toolkit will
contain details of the practical arrangements relating to the assessment of the school work
component including, for example, the suggested length and formats for student pieces of
work, and the process of school-focused moderation involved.
Reasonable accommodations
Where a school judges that a student has a specific physical or learning difficulty, reasonable
accommodations may be put in place to remove as far as possible the impact of the disability
on the student’s performance in the assessment task, so that he or she can demonstrate his
or her level of achievement. The accommodations (e.g. the use of Irish Sign Language,
support provided by a Special Needs Assistant, or the support of assistive technologies)
should be in line with the arrangements the school has put in place to support the student’s
learning throughout the school year.
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